Teacher System Leadership for Professional Development: A Case Study in the Chinese Context

• In Event: Developing Teacher Leadership: Perspectives From China and the United States

Abstract

Purpose: This study, however, investigates leadership practice of teachers in leading professional learning in China, rather than principalship in Western context, using a system leadership framework.
Methods: A qualitative case study was adopted. Interviews, observations, and documents were used to collect data, followed by within case and cross-case analysis.
Results: At the micro-level, MTS hosts act as mentors, guiding members' professional and personal growth. At the meso-level, they function as quasi-official co-leaders, managing MTSs effectively. At the macro-level, they serve as connectors, facilitating the flow of resources across broader networks.
Implications: This study contribute to knowledge base of teacher system leadership and teacher-led professional development.

Authors

• Meng Zhang, South China Normal University

• Haiyan Qian, Chinese University of Hong Kong

• Allan David Walker, The Education University of Hong Kong